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|Title:||Integrating Eye-Tracking Activities Into a Learning Environment to Promote Collaborative Meta-Semiotic Reflection and Discourse|
|Publisher:||Philadelphia, PA: International Society of the Learning Sciences.|
|Citation:||Sommer, S., Hinojosa, L., Traut, H., Polman, J., & Weidler-Lewis, J. (2017). Integrating Eye-Tracking Activities Into a Learning Environment to Promote Collaborative Meta-Semiotic Reflection and Discourse In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2. Philadelphia, PA: International Society of the Learning Sciences.|
|Abstract:||At the beginning of a one week science summer camp designed to promote student visual, scientific and data literacy, participants were recorded viewing infographics by an eye tracking-machine. Data were shared with participants the following day as fodder for discussion about data literacy, visual representations, and information processing. The eye-tracking activities helped make visible and public students' private visual strategies. Utilizing these data and other multi-modal representations, students participated in a collaborative, metacognitive, reflective process regarding their own visual strategies, the mental processes of others, and comparisons within. This activity was one of an ensemble of technological activities and artifacts that afforded students a way to collaboratively engage with otherwise private, and often tacit thoughts. Results of this work in progress suggest that this sort of computer-supported intervention could be used productively to enhance student multi-semiotic discourse and collaborative reflective inquiry.|
|Appears in Collections:||CSCL 2017|
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